By The Time Macbeth Murders Duncan He Has Already Lost The Battle For His Soul Essay

Introduction ‘By the time Macbeth murders Duncan he has already lost the battle for his soul’. In this essay I am going to discuss this statement and examine the factors that lead to his decision to kill the king. I shall divide the essay into 3 main parts, these are; 1. The battle for his soul 2. The factors which lead Macbeth to kill the king 3. Conclusion The Battle For His Soul This play was written for James 1 in 1606. Shakespeare’s children were now deceased and this had put him into a mood where he would only write tragic plays instead of the usual comedies. Shakespeare included the theme of witches for James 1 as he was into witchcraft and had even wrote a book about it. The target audience of Macbeth would have been a very superstitious Christian crowd. The King was believed to have been put on the throne by God, and to kill the King would be a great sin. The belief in the existence and power of witches was widely believed in Shakespeare’s day. The practice of witchcraft was seen to subvert the established order of religion and society, trying to corrupt people and making them sin against God. Witch hunting was a respectable, moral, and highly intellectual pursuit through much of the fifteenth, sixteenth, and seventeenth centuries. If someone lost their soul, they would be lost to God and would be condemned to hell for eternity. Here is a definition of a soul taken from the oxford dictionary; 1. A person’s soul is the spiritual part of them that is supposed to continue after their body is dead. 2. Somebody’s mind, character, thoughts or feelings. From the beginning of the play, Macbeth undergoes a complete change in character – from a virtuous nobleman into a monster. He has a tragic weakness – ambition – which, when released, draws him into a web of evil and corruption that finally leaves him with none of the noble human qualities he possessed at the beginning of the play. Before being transformed into a murderous monster, Macbeth is a popular noble and also a good friend with the King. This is shown when Duncan calls him his ‘worthiest cousin’. He shows great loyalty and devotion to both King Duncan and his country in his fight against the Thane of Cawdor. Duncan is grateful for this. He says; ‘I have begun to plant thee and will labour / To make thee full of growing.’ He also fights with great courage, which he draws from knowing that he serves a good and virtuous King. This is proved when he says; ‘Duncan / Hath borne his faculties so meek, hath been / So clear in his great office, that his virtues / Will plead like angels.’ He is modest when confronted with his achievements, in contrast to the arrogance that he displays after becoming king. He loves Lady Macbeth, an emotion he will eventually lose by the end of the play. Most of all, he fears what his greed and ambition can lead him to become, and he feels dubious about acting on them. When he kills the King he does it in cold blood, which shows his change after the incident with the witches. Macbeth doesn’t want to kill the King but is convinced by Lady Macbeth that only good things will come from it. But just after he does kill the King, guilt overcomes him and he is left regretting the whole idea. This shows that he still wants God’s blessing. Also he says; ‘But wherefore could I not pronounce ‘Amen’? / I had most need of the blessing and ‘Amen’ / Stuck in my throat.’ At that time it was believed that if you could not say ‘Amen’, God would not bless you and you were doomed to eternal damnation. Ultimately he regrets killing the King. Here are some quotes that help to solidify this; ‘I had most need of blessing’ ‘I am afraid to think what I have done’ ‘To know my deed, ’twere best not know myself’ ‘Wake Duncan with thy knocking: I would thou couldst’ You should be thinking the obvious question: Why does Macbeth decide that he has to kill the King to become King? And, anyway, why is he not sufficiently happy with the high social position he occupies and the honoured status he has acquired among his peers? There is a very simplistic answer to this, and that is to say he is too inpatient and too ambitious. Both of these are sins and therefore Macbeth must be punished for them. As he believes that he is damned for eternity this breaks him down until he doesn’t care or feel anymore. Banquo was also present when the witches’ predictions were made which makes Macbeth insecure. There are two reasons for this; 1. Banquo’s children will become Kings and †¦ 2. †¦Banquo may suspect that Macbeth murdered Duncan. Macbeth is now in too deep to be repented for his sins and he knows this. To maintain his Kingship he decides to hire murderers to kill Banquo and his son, Fleance. This takes Macbeth beyond the murder of Duncan; it demonstrates that he will spare no one – not even a close friend – to secure his illegitimate kingship. He has turned his back on his closest companion and doesn’t feel any guilt. This suggests that he has now become just as evil as the witches. Shortly after the murder of Banquo, the dead noble appears at Macbeth’s feast. The terror of seeing Banquo’s ghost makes Macbeth more paranoid and insecure than ever, which leads him to seek answers from the three Witches; ‘And betimes I will – to the weird sisters. / More shall they speak. For no I am bent to know / By the worst means, the worst †¦Ã¢â‚¬â„¢ This suggests that he still wants more and is still unhappy. He has tasted blood and now he wants more. He believes that he will lose his position as King unless he continues to kill. Eventually he has the blood of Duncan, Banquo, the two servants, Lady Macduff and her children on his hands. Blood is a very realistic image that helps people to relate blood and evil together. The Factors Which Lead Macbeth To Kill The King The witches play a vital role in Macbeth’s thinking about his own life, both before and after the murder of Duncan. Banquo and Macbeth recognize them as something supernatural, part of the landscape but not fully human inhabitants of it. They have malicious intentions and prophetic powers and yet they are not active agents. When I say active agents I mean that they don’t do anything other than talk and offer ‘answers’. They have no power to compel. The most obvious interpretation of the witches is to see them as manifestations of evil in the world. They exist to tempt and torment people, to challenge their faith in themselves and their society. Act 1 scene 3 suggests that the witches have power but not enough to kill. This is shown when they are talking among themselves about a woman who would not give one of the witches a chestnut. The witch tells her sisters that she will make the winds blow strongly against her husbands ship. They work on Macbeth by equivocation, that is, by ambiguous promises of some future state. These promises come true, but not in the way that the victim originally believed. Macbeth takes his first step toward losing his soul when he is confronted with the knowledge that he will be king. The witches tell him; ‘All hail, Macbeth! that shalt be King thereafter!’ When they say this he makes the mistake of letting his ambition overrule his judgment. If his judgment had remained intact in the face of the witches’ powerful prophecy, he certainly would have decided not to let his actions be dictated by a prophecy given to him by three strange witches who evade most of the questions he asks. The witches, appeal to what Macbeth wants to believe. They don’t make him believe it and they do not tell him what to do in order to achieve what they prophesise. They say nothing about killing Duncan (or anyone else). In that sense, they cannot be the origin of the idea of the murder. They may be appealing to that idea, but they do not create it. The witches are said to be able to take possession of people and make them do wrong. This, seeing visions and going into trances are signs of this. The later two of these are shown, the second when Macbeth sees the ghostly dagger before he kills Duncan and the third, when he is described as ‘rapt’. These witches exist as constant reminders of the potential for evil in the human imagination. They are ineluctably part of the natural world, there to seduce anyone who, like Macbeth, lets his imagination flirt with evil possibilities. They have no particular abode and might pop up anywhere, momentarily, ready to incite an eternal desire for evil in the human imagination, the evil which arises from a desire to violate our fellow human beings in order to shape the world to our own deep emotional needs. Guilt plays a strong role in motivating Macbeth, and causes Lady Macbeth to go insane, until she commits suicide. Throughout the story, there are many different types of guilty feelings that play a role in Macbeth’s fatal decisions and bring Lady Macbeth to commit suicide. Although there are many instances that show the power guilt has played on the main characters, there are three examples that show this the best. One is, just after the murder of King, Duncan. Guilt overcomes Macbeth where he can no longer think straight. A second example is soon after that, where all the guilt Macbeth feels at first, changes into hate after he decides that Banquo must be killed as well. The last example is just about at the end of the play, when we see Lady Macbeth sleepwalking, and then later committing suicide; this all because of the burden of her guilt. All of these examples build the proof that in this play, guilt plays a very large role in the characters’ lives. Perhaps one of the strongest evidences that show guilt, is how it affected Lady Macbeth. Act 5 begins by re-entering Lady Macbeth; this time though, she is not at all the woman we were first introduced to. It begins with a discussion between a doctor and a servant about the failing health of the lady herself. Lady Macbeth enters sleepwalking. She starts to rub her arms, in a washing motion and says; ‘Out damned spot! Out, I say!’ She also says; ‘†¦Yet who would have thought the old man to have had so much blood in him?’ The word blood, is really a image that we can use for the enormous guilt she feels and her action, in trying to get rid of the guilt by ‘washing’ and rubbing it away. In the second quote, the ‘old man’ represents, King Duncan. Her sleepwalking continues as she talks about the death of Lady Macduff; ‘The thane of Fife had a wife. Where is she now? / What, will these hands ne’er be clean?’ After the continuous rubbing motion, Lady Macbeth cries out; ‘Here’s the smell of blood still. All the perfumes of Arabia will not sweeten this little hand.’ She realises that nothing could ever get rid of the smell of the blood and the guilt caused by all the murders committed by Macbeth. It’s also shown here that she feels fully responsible for every person killed by her husband. Just several scenes later, Lady Macbeth commits suicide. The reason was just a build up of all the guilt. Another big influence on Macbeth is Lady Macbeth. She puts considerable pressure on Macbeth and he is eventually persuaded to commit the murder of King Duncan. Driven by Lady Macbeth, he then orders the assassination of Banquo and Fleance and of Lady Macduff and her son. The attempted murders of Fleance and Lady Macbeth’s son make it clear that Macbeth has no problems about killing the innocent. Being so deeply immersed in murder and death takes away his ability to feel; when Lady Macbeth dies, he reacts only by musing that; ‘She should have died hereafter’. One of the chief functions of Lady Macbeth in the early part of the play is to keep the vision of Kingship alive within Macbeth by any means at her disposal. She taunts him to act on his desires. What she is saying, in effect, is that he must not let his conscience stand in the way of his desires. Part of her tactics with Macbeth is to urge him to be more of a man. She identifies him as something unmanly. Lady Macbeth should not be blamed for the actions of Macbeth. He freely chooses to kill Duncan in response to his own deepest desires. Neither his wife nor the witches compel him to do what he does, and he is free at any time to refuse to carry out the murder or, having carried it out, to seek out various courses of new action. But his decision to carry out the deed is marked by his, perhaps evil mind. In a way, Macbeth is never entirely satisfied with what he needs to do to become king or what he really wants to do. After the murder of Duncan Lady Macbeth has thought that a little water and a few lies will clear them, but she cannot evade the psychological consequences of what she has encouraged Macbeth to do. She lacks his will power, his determination to continue, and his ability to withstand the inner torment. And so as he becomes more and more determined to keep killing his way to some final solution, she falls apart. This begins with her fainting spell as soon as the news of Duncan’s death becomes public, continues in her anxious fussing before and after the banquet scene, reaches its clearest expression in her sleepwalking, and concludes in her suicide. This lack of inner will to confront the consequences of her and Macbeth’s actions makes her story one without the tragic significance of her husband’s. The phrase ‘lack of inner will’ in the last paragraph is not meant to indicate some limitation in Lady Macbeth. She had thought that she could unsex herself, push away any of her deepest feelings about the love of others, and become a pure agent of destruction. So long as the murders have not started, she plays that role with great rhetorical effectiveness (especially in her taunts about Macbeth’s manhood). In a way her reference to Duncan looking like her father does take on an important resonance. What’s particularly noticeable, too, is the way in which, following the murder of Duncan, their relationship becomes divided. We have every reason to believe that before Duncan’s murder, they are very close. Certainly Macbeth shares all his thoughts and feelings with her, and she speaks to him about what her deepest thoughts are even if it is to defy Gods decision. They are at first a very close and loving couple but as more people are being killed by Macbeth (who mostly keeps them to himself and doesn’t involve Lady Macbeth) Lady Macbeth is falling apart and being unable to cope with the guilt she commits suicide.

Bribery †the Dilemma - 1696 Words

Everyday U.S. managers in developing countries face the dilemma of furthering their business concerns in countries such as India, China, Russia and Mexico where bribery is commonplace while at the same time trying to ensure that they do not violate their companies code of conduct or worse the government’s Foreign Corrupt Practices Act (FCPA). It is a fine line they walk. This paper will help those managers by explaining what bribery is, why it is thought to be an issue, show recently where companies have bribed and been caught as well as offer suggestions that will enable the U.S. manager in Mexico to accomplish what bribery accomplishes but is not unethical or illegal or in violation of a company policy that prohibits bribery. Bribery†¦show more content†¦As noted, corruption is prevalent in these markets, but bribery is not necessarily perceived as a serious crime in some places. It is just the way of doing business and it has enabled companies to expand globally regardless of the means. For those managers doing business in Mexico they should understand that the bulk of retailers pay bribes and Mexican firms are the third most likely to have to pay bribes, right after Russian and Chinese ones. (Josh, 2012) â€Å"La Mordida† translates to â€Å"the bite† which in Mexico is the term used for a bribe. It is the customary and traditional way of getting things done. In Mexico to get things done and to keep projects moving forward it is normal to have to bribe a cop, judge or permit agent, it is a way of life instead of as in the U.S. where it is considered an aberration in the system. In Mexico almost all agencies of government: Treasury, immigration, customs, commerce commissions, police, judges, planning departments and even lawyers are used to receiving bribes for their services, it is the customary way of doing business. (Some things in Mexico seem to never change: The Bits is Alive and Well In Mexico, 2006) Mexico is a highly controlled, heavily regulated mixed economy, with a complex bureaucracy of government officials dictating who is permitted to sell what and to whom. A U.S. Manager in Mexico needs to understand the business climate and the culture. According to theShow MoreRelatedEthical Dilemmas Associated with Corporate Bribery1797 Words   |  8 PagesEthical Dilemmas Associated With Corporate Bribery ABSTRACT In today’s business world, bribery has become an everyday problem. Some people consider it to be a fair business tactic, others consider it to be an unethical act. This paper focuses on a particular bribery case and uses three different ethical theories, Utilitarianism, Kant, and virtue ethics to determine whether or not bribery is an ethical or unethical act. 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Each business that is present in an international setting, will be conducting international operations and they have domestic, foreign, or global ethical practices that differ from others, resulting in ethical dilemmas. Being exposed to that, I will always put my reputation (for myself and those around me) first. Establishing respect is a big thing for me. When evaluating decisions I know for a fact, they will always reflect my morals and personal ethics. But itRead MoreThe Ethical And Unethical Behavior1654 Words   |  7 Pagesinfluenced; it’s an unethical behavior. One moral dilemma we come across in today’s society is bribery. Bribery is the practice of extortion; bribery and extortion have many elements in common therefore it can easily be misunderstand as the other. Bribery is the offering of anything of value, such as gifts or money, in exchange to do something illegally; it is a way of getting preferential treatment and inherent favoritism. 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With the end of the Korean ConflictRead MoreFifa Is An Absolute Disgrace And One Of The World Cup Essay1078 Words   |  5 PagesGuardian, â€Å"FBI official who spoke on conditions of privacy said Fifa’s decision to award the World Cups to Russia and Qatar respectively are part of an inquiry that is looking beyond the allegations.† These allegations acts are, bribery, fraud, and racketeering. Bribery is the offer or acceptance of anything of value in exchange for influence on a government/public official or employee. Bribes can take the form of gifts or payments of money in exchange for favorable treatment, such as awards of government

Deep Earthquakes Why They Happen

Deep earthquakes were discovered in the 1920s, but they remain a subject of contention today. The reason is simple: they arent supposed to happen. Yet they account for more than 20 percent of all earthquakes. Shallow earthquakes require solid rocks to occur, more specifically, cold, brittle rocks. Only these can store up elastic strain along a geologic fault, held in check by friction until the strain lets loose in a violent rupture. The Earth gets hotter by about 1 degree C with every 100 meters of depth on average. Combine that with high pressure underground and its clear that by about 50 kilometers down, on average the rocks should be too hot and squeezed too tight to crack and grind the way they do at the surface. Thus deep-focus quakes, those below 70 km, demand an explanation. Slabs and Deep Earthquakes Subduction gives us a way around this. As the lithospheric plates making up Earths outer shell interact, some are plunged downward into the underlying mantle. As they exit the plate-tectonic game they get a new name: slabs. At first, the slabs, rubbing against the overlying plate and bending under the stress, produce shallow-type subduction earthquakes. These are well explained. But as a slab goes deeper than 70 km, the shocks continue. Several factors are thought to help: The mantle is not homogeneous but rather is full of variety. Some parts remain brittle or cold for very long times. The cold slab can find something solid to push against, producing shallow-type quakes, quite a bit deeper than the averages suggest. Moreover, the bent slab may also unbend, repeating the deformation it felt earlier but in the opposite sense.Minerals in the slab begin to change under pressure. Metamorphosed basalt and gabbro in the slab changes to the blueschist mineral suite, which in turn changes into garnet-rich eclogite around 50 km depth. Water is released at each step in the process while the rocks become more compact and grow more brittle. This dehydration embrittlement strongly affects the stresses underground.Under growing pressure, serpentine minerals in the slab decompose into the minerals olivine and enstatite plus water. This is the reverse of the serpentine formation that happened when the plate was young. It is thought to be complete around 160 km depth.W ater can trigger localized melting in the slab. Melted rocks, like nearly all liquids, take up more space than solids, thus melting can break fractures even at great depths.Over a wide depth range averaging 410 km, olivine begins to change to a different crystal form identical to that of the mineral spinel. This is what mineralogists call a phase change rather than a chemical change; only the volume of the mineral is affected. Olivine-spinel changes again to a perovskite form at around 650 km. (These two depths mark the mantles transition zone.)Other notable phase changes include enstatite-to-ilmenite and garnet-to-perovskite at depths below 500 km. Thus there are plenty of candidates for the energy behind deep earthquakes at all depths between 70 and 700 km, perhaps too many. The roles of temperature and water are important at all depths as well, though not precisely known. As scientists say, the problem is still poorly constrained. Deep Earthquake Details There are a few more significant clues about deep-focus events. One is that the ruptures proceed very slowly, less than half the speed of shallow ruptures, and they seem to consist of patches or closely spaced subevents. Another is that they have few aftershocks, only one-tenth as many as shallow quakes do. They relieve more stress; that is, the stress drop is generally much larger for deep than shallow events. Until recently the consensus candidate for the energy of very deep quakes was the phase change from olivine to olivine-spinel or transformational faulting. The idea was that little lenses of olivine-spinel would form, gradually expand and eventually connect in a sheet. Olivine-spinel is softer than olivine, therefore the stress would find an avenue of sudden release along those sheets. Layers of melted rock might form to lubricate the action, similar to superfaults in the lithosphere, the shock might trigger more transformational faulting, and the quake would slowly grow. Then the great Bolivia deep earthquake of 9 June 1994 occurred, a magnitude 8.3 event at a depth of 636 km. Many workers thought that to be too much energy for the transformational faulting model to account for. Other tests have failed to confirm the model. Not all agree. Since then, deep-earthquake specialists have been trying new ideas, refining old ones, and having a ball.

`` Invictus `` By William Earnest Henley - 1361 Words

â€Å"I am the master of my fate: I am the captain of my soul.† These wise words come from the poem â€Å"Invictus† by William Earnest Henley. Basically, this means that you control your fate, and that things don’t happen by chance, they happen because of the choices you make. You control where you go in life and how you treat others. In the film Invictus, Nelson Mandela joins forces with the South Africa rugby team in order to unite their nation, which was still racially divided due to apartheid. This inspiring film develops the theme that change is inspired by leaders who exhibit traits such as determination, selflessness, and humility. Some of the characters who demonstrate those admirable traits include Jason, Francois and Nelson Mandela. Throughout the film â€Å"Invictus,† there were several leaders who demonstrated substantial determination. For instance, Nelson Mandela was determined to unite the nation of South Africa through rugby. South Africa was going to be hosting the Rugby World Cup in one years time, and Mandela knew that winning the world cup would be the perfect way to unite the nation. When he attended a Springboks game, Mandela could not have been more supportive of the team. When he walked onto the field, he was getting booed by many people in the crowd, yet he still smiled and waved to them. Before the game, he shook every players hand and personally wished them good luck. When the game was finished, he took some time to interact with the crowd. He was doing all heShow MoreRelatedAn Analysis Of Invictus, By William Earnest Henley1525 Words   |  7 Pagesâ€Å"Invictus† by William Earnest Henley is a short poem about being courageous through hardships, and holding on to your pride desp ite life trying to take it away. William Earnest Henley wrote this poem at a young age while struggling with a severe deadly disease. The theme, speaker, and symbolism all create a powerful message that is summed up in one word: Invictus, the Latin word for â€Å"unconquerable.† The main theme of this poem is staying strong through hardships, and to hold on to your pride despiteRead MoreNelson Mandela and Leadership Essay847 Words   |  4 Pagesremoves fear. That is why it is such a powerful weapon.† (Movie, Invictus, 2009) To find this better approach, Mandela ‘studied’ his white guards, and literature by white South Africans to understand their points of view. â€Å"Education is the most powerful weapon which you can use to change the world.† He also studied constantly in prison and received the degree of Bachelor of Laws. The famous poem ‘Invictus’ (William Earnest Henley, 1888) also empowered him with the message of self-mastery. â€Å"OutRead MoreOedipus Rex As Tragedy : The Philosopher Must Be Crazy845 Words   |  4 Pageswanted to thrust me out of the road by force. This is very like the modern concept of road rage and, when seen through that lens, paints the hero as rather unheroic. In addition, the tendency of modern man to embrace the concept of invictus, (as William Earnest Henley so elegantly wrote, ...it matters not how strait the gate, how charged with punishments the scroll, I am the master of my fate: I am the captain of my soul.) negates much of the sympathy Oedipus might have earned due to his victimizationRead MoreDoes God Answer Prayer?922 Words   |  4 Pagesquote attributed to Oliver J. Hart we read, â€Å"Give us the fortitude to endure the things which cannot be changed, and the courage to change the things which should be changed, and the wisdom to know one from the other.† In his poem â€Å"Invictus,† William Earnest Henley wrote: Out of the night that covers me, Black as the Pit from pole to pole, I thank whatever gods may be For my unconquerable soul. In the fell clutch of circumstance I have not winced nor cried aloud. Under the bludgeonings of chanceRead MoreNelson Mandela Spiritual Biography2263 Words   |  10 Pagesdefiance, that even though they locked him up he still perused his goal of ending apartheid which he found to be best served by furthering his education and gaining a law degree. Mandela also read poetry growing very fond of a poem by William Earnest Henley called Invictus. These beautiful words inspired him to not be revengeful towards the whites who put him in prison but rather to seek unity. Mandela was eventually released from jail on February 2, 1990 after he made a deal with President F. W. deRead MoreNelson Mandelas Leadership4907 Words   |  20 Pages.....................................19 Page 4 NELOSN MANDELA’S LEADERSHIP June 6, 2012 ABSTRACT TOPIC: Nelson Mandela’s Leadership REASON OF CHOICE: Reason and inspiration of choosing him as a worthy leader, has become the movie ,,Invictus† OUR PURPOSE: Present Nelson Mandela’s diverse characteristics, styles, tactics through analysis that explains him as successful leader. WHAT HAVE BEEN DONE? - For our purpose we have provided: ï‚ · Theoretical studies; ï‚ · Data collection from:

Bad things Free Essays

With a increasingly sexualities society (Mulligan, 1994; Kumar, 2013) and the influence the media has over young people (Slough, 1995), it mess pertinent to ask the question why as a nation, are we not more clued up in preventing rather than recovering from such tragedies? A noted aim of Sex and Relationship Education (SERE) is to teach about awareness, knowledge and correct actions related to sexual abuse (Lobber et al, 2010) to ensure the learner has the best chance of societal integration and healthy sex life (Lobber et al, 2010). Herein lies the concern, differing societies engage differently, leading SERE to assume many guises (Lobber et al, 2010; Fontanne et al, 2012). The dichotomy for policy makers and Laotians concerned is that relevant and appropriate content has to be offset against the fear of public outcry (Consoled, 2012; Chou, 2012). We will write a custom essay sample on Bad things or any similar topic only for you Order Now Sex and the surrounding paraphernalia is still seen by some, especially parents or those involved in the education of children, as taboo (Former, 2011). It is a subject that evokes an unusually deep emotional response in a wide demographic of people (Vassar, 2011), perhaps because sex and relationships are something we all feel a connection to. Perhaps then surrounding such controversy it is little surprise that there is elegance to update national policy (Evans and Trip, 2006; Confined, 2012), indeed there has been no major update to any government guidelines concerning SERE in 13 years (Evans and Trip, 2006; Holly, 2012; Sex Education Forum, 2013). Invariably this has led to schools and educators hesitant to deliver any form of SERE (Former, 2011) explaining the comment of the Sex Education Forum’s claiming a one in three reply of ‘poor’ or Very poor’ amongst respondents concerning their experience of SERE (Sex Education Forum, 2013, p. 4). Initially this echoes the contention we know surrounds SERE, however the Sex Education Forum is an independent body, even advising government policy, adding validity to such statements. The previous two and the current government have come under criticism (Evans and Trip, 2006; Former, 2011; Holly, 2012, Sex Education Forum, 2013) about failing to enact meaningful change in support of schools in this clearly vital area of education (Lobber et al, 2010; Fontanne et al, 2012). There is an assumption that governments would wish to enact decisive and lasting policy change after weighty social change is promised, yet Evans and Trip (2006) have suggested that more radical policy is necessary than has been thus implemented. Such policies may even go as far as introducing pornography within the classroom (Holly, 2012). Marled (2012) suggests the current Coalition Government has already hastened and strengthened reforms and guidelines in the wake of recent abuse tragedies such as those in Recordable and Exosphere (Marled, 2012; BBC News, 2013; Burke, 2013). One must be wary to believe such rhetoric in light of these circumstances, as it is common practice for such vague press releases to appear, simply to soothe public fear and discontent. This may be cynicism on the writer’s part though and the current Coalition does intend to release a new curriculum for schools in 2014 (Great Britain, Department for Education, 2013). It was hoped by pupils in particular that SERE would feature strongly within the revision (Former, 2011) yet it seems that the trend of ambivalence towards SERE continues. Even with an extended consultation period on the curriculum, both pupils (Former, 2011) and advisory councils (Sex Education Forum, 2013) feel that their views or recommendations have been ignored. The position of SERE within the curriculum was meeting all parties wanted to see reinforced with the Sex Education Forum calling for SERE in the form of Personal, Social and Health Education (SHE) or better, standalone to be made statutory (2013, p. ). The proposal curriculum (Great Britain, Department for Education, 2013; Sex Education Forum, 2013) will not however, be making this so. This course of action is analyses by Even and Trip (2006) as predictable, claiming that despite valid and objective support, orthodoxy persists in education. Perhaps disappointing as if there can be a shift in orthodoxy regarding SERE, pro found social and demographic benefits may be seen. Sweden has had a strong form of SERE embedded in practice for over fifty years (Lobber et al, 2010) and enjoys a high standard of social stability and new from the current Coalition Government (Analysis: Cameraman’s Swede Dreams, 2012). It is dangerous to make broad sweeping statements from limited sources, especially of those with a distinctive demographic difference to the I-J. It is usually agreed though that SERE should learn from those with best practice globally (Livingston and Haddam, 2009; Chou, 2012), perhaps lessons may also be learnt from the Finnish model. Having had tooth statutory and non-statutory shapes of SERE, Lobber et al (2010) surmises that it is the statutory model that returns the cohesion and essential improvements to sexual health political leaders crave (Evans and Trip, 2006). Instead of taking the opportunity to make SERE statutory content, this Coalition Government has drafted a proposal that has elements of SERE embedded within the new science curriculum (Great Britain, Department for Education, 2013). Science by nature is objective and if for this reason SERE was amalgamated then it is commendable, combating bigotry and misunderstanding (Chou, 2012). As Lombardi (2012) helpfully reminds us, humans the world over reproduce in the same way and so taking a scientific approach follows. These laudable reasons for merging SERE within a broader science curriculum appear not to be the motive though. Nearly twenty years ago Slough (1995) instructs how children should be aware of basic reproduction biology and yet this is not stipulated for today’s learners. It would appear SERE is once more regressing to a state of UN-objective and UN-founded content (Hess, 2010; Former, 2011; Lombardi, 2012; Sex Education Forum, 2013). It is difficult to tell if this slide is uh to bad advice or simply to be purposefully uncontroversial (Vassar, 2011; Confined, 2012). It is unlikely that poor advice is the primary reason as there were both lengthy consultation periods on the draft curriculum (Great Britain, Department for Education, 2013) and extensive data from numerous reputable studies (Evans and Trip, 2006; Livingston and Haddam, 2009; Lobber et al, 2010; BC Council for Families, 2011; Former, 2011; Channel 4, 2013; Sex Education Forum, 2013). These aversions to objective SERE is unhelpful to learners who are understandably worried about hangers happening during puberty (Former, 2011; Sex Education Forum, 2013) and have a right to know (Mulligan, 1994). These learner responses are supported by More (2012) who asserts learners are inquisitive for biological reasons. Questioners do not simply stop questioning Just because they are ignored (Lobber et al, 2010). Instead they seek answers from other sources (Slough, 1995; Holly, 2012) with Hess (2010) commenting that these sources should be UN-ambivalent as possible to reduce over simplicity. It is crucial that correct answers are given as The Framework for Sexual Health (Great Britain, Department of Health, 2013, p. 2) states that an average of ten sexual partners is common in men today. The theory is that if quality SERE sessions are in place, with appropriate answers available, then wider social and sexual health risks can be avoided (Mulligan, 1994; Holly, 2012; Sex Education Forum, 2013) and some, such as the curtailing of the uneasy truth that the I-J has the highest rate of unwanted teenage pregnancy in Europe. This alarming fugue only worsens when realizing that the I-J is second only to the United States of America in terms of developed nations (Evans and Trip, 2006). This should be qualified however tit the Framework for Sexual Health (Great Britain, Department of Health, 2013, p. 2) and other parties (Holly, 2012; Sex Education Forum) quick to point out that these pregnancy levels are at a multi-generational low here. Ignorance is another principal reason for high quality SERE to be delivered in schools. A Sex Education survey of over 2000 young people, one of the largest of its kind in this country, found that seventy four of sexually active fourteen to seventeen year olds had sexual experiences under the age of consent and that twenty percent of these had these experiences under the GE of thirteen (Channel 4, 2013) It is easy to let emotion override at this point and this is a danger faced at policy level too (Combo, 2012; Holly, 2012). Instead compare these fugues with the six percent from the survey (Channel 4, 2013) who said they would wait until marriage before engaging in sexual experiences. On a personal note, regarding ignorance, the author was surprised to see that ‘Setting (Combo, 2012, p. 28) carried a custodial sentence of up to four years (Crown Prosecution Service, 2012) for the creation and distribution of such images. This is because often those reading are underage and although (hopefully) unaware of it, they are distributing ‘Indecent Images of Children’ (Crown Prosecution Service, 2012; Holly, 2012). Evans and Trip (2006) warn that once experimenting in sexual experiences under the age of sixteen (consensual age in the I-J) becomes the norm, it is far harder to prevent unwanted sexual health related issues. This a common counter to allowing overt SERE within education today, as parents, educators and wider societies believe exposure to SERE automatically correlates to a rise in sexual experimentation (Mulligan, 1994; Fontanne et al, 2012; Chou, 2012). The results from the Sex Education survey (Channel 4, 2013) counter this however, showing that the mean age for first consensual experiences is seventeen in both male and females. Certainly, wider evidence from across Northern Europe, a good comparison to make with the UK due to similar socio- economic patterns, show that the greater the liberality with engaging children in SERE, the lower the risks (Evans and Trip, 2006; Lobber et al, 2010). There is a third dimension to the debate of SERE, that of abstinence. Abstainers argue that it is the only scientific method that is proven to completely eliminate all forms of sexual health risks (Hess, 2010) such as those outlined by Fontanne et al (2012). Lombardi (2012) argues that this is in fact counter productive as it provides a dichotomy to learners to choose either protection or abstinence, leading to a drop in quality of SERE. The abstinence method does carry weight and is enjoying increasing support globally (Confined, 2012), in terms of the benefits of sex in good relationships. Alongside having the worst sexual health in teenagers in Europe, the I-J also boasts a higher bevel of marital breakdown and single parent families than found on the continental mainland (Evans and Trip, 2006). It is argued that by teaching sex as something to be enjoyed once firm commitments have been made to one another, the bond between couples is stronger thereby reducing breakdowns (Hess, 2010; Bloom, 2012). It is also worth noting that Hess (2010) and Bloom (2012) acknowledge the abstinence approach has much ground to cover in terms of accessibility to those who do not see or desire a loving marriage as standard (Evans and Trip, 2006; Comb’, 2012). Lobber t al (2010) and Milkshakes (2011) both produce a damming testimony of the abstinence approach. This is not surprising as SERE as a topic does carry strong emotions (Former, 2011). By providing historical contexts and citations in both counters it does however help to remove the personal emotive element often seen in this area of discussion. Such emotions are very apparent in both Hess’ (2010) article and the demonstrations reported by Vassar (2011). A final thought for the abstinence methodology is that of the inclusion of Lesbian, Gay, Bisexual and Transgender (LIGHT) learners. The Sex Education Forum (2013, p. Rightfully highlight that these people are equal in need to heterosexual learners and the dangers an evasive traditional hetero marriage’ approach to sex and reproduction may have on their education and sexual health. By looking to educational theory, we may hope to provide a consensus for SERE. Evans and Trip (2006) note the link to quality SERE with social learning theories. The Social Cognitive Theory (ACTS) established by Bandeau (1986) is a respected and time-tested model to use. Linked to the findings of the Sex Education survey (Channel 4, 2013) and the findings of other noted projects Livingston and Haddam, 2009; Former, 2011; Sex Education Forum, 2013), the ACTS model requires an understanding of current trends of the behavior of society in conjunction with the goal that society is hoping to achieve. The abstinence approach would argue that to achieve the goal of a society having minimal unwanted teenage pregnancies and a majority of stable relationships, it is the attitude of young people that needs to change. This is not the simple fix that may have been hoped for though. The Framework for Sexual Health (Great Britain, Department of Health, 2013, p. 9) tresses that currently around eighty five thousand females are the victims of rape or assault by penetration annually. It is very difficult for even die-hard abstainers to argue that if these victims had different attitudes, they wouldn’t have been assaulted. Indeed, the attitudes of young people and parents are reflected in Livingston and Hadrons report (2009, p. 6) showing that twenty percent were worried about viewing inappropriate sexual content. Using the ACTS, it would seem then that it would be beneficial to more learners if quality and objective SERE sessions were available. This old allow the continuing motivation of society to reduce the spiraling sexual health issues (Evans and Trip, 2006; Great Britain, Department of Health, 2013) whilst simultaneously progressing education appropriate to the young people. It is clear tha t young people want answers (Former, 2011; Sex Education Forum, 2013). By providing them through quality SERE, it reduces the risk of obtaining spurious answers such as questions regarding genital size and shape (Channel 4, 2013) from dubious sources such as pornography. The same survey (Channel 4, 2013) found that more than a third questioned rely on pornography for their information. For the educators then, it is clear that emotion and embarrassment needs to be laid aside once more in favor of providing better sources (Barker, 2012; Comb’, 2012). It is pertinent then to question who takes on the role of the educator, parents or the school. With the draft curriculum (Great Britain, Department for Education, 2013) it is obvious that some responsibility does lie with schools. Fontanne et al (2012) would support this decision, finding that with experienced educators schools provide ideal environments for SERE as they can reach the majority of children instantly. Former (2011, p. 166) does end a counter, suggesting that from his research, sixty seven percent of SERE sessions are not taught by classroom teachers. Fontanne et al (2012) retorts with the idea that this is not a bad thing as often teachers resort to passive learning in SERE and not memorable experiences, provided by external sources, something which Former (2011) agrees is more effective. Chou (2012) comments that teachers should not be expected to deliver high quality SERE as it could involve topics of anatomy and physiology knowledge beyond that of most teachers, yet it is arguable that most parents would fall under this category also. Chou (2012) counters himself too, commenting that in Chinese society, sex is not a topic of conversation traversed by most parents, leaving the question of responsibility unanswered. A common reason for teachers reluctance is being stigmatize as Holly, a leading expert in SERE, found herself (Robbins, 2011) or finding themselves in compromising situations (Knows, 2012; Vaughan, 2012). In actuality the most common reasons cited for hesitance or refraining from delivering high quality SERE is actually identical between parents and teachers (Livingston and Haddam, 2009; Hess, 2010; Former, 2011; Chou, 2012). Lobber et al (2010) does offer consolation to this conundrum, stating that with training, teachers’ attitudes reversed dramatically. It is vital that this happens as it necessary that some sort of service is available outside of the home (Livingston and Haddam, 2009; BC council for Families, 2011; Barker, 2012; Children, 2012). As with many quality strategies in education, it has been proved that the most successful SERE occurs when schools and parents cooperate fully (Baldwin and Abrasions, 1990; Evans and Trip, 2006; Barker, 2012; Fontanne et al, 2012; Marled, 2012). With the continuation of findings as outlined in the Framework for Sexual Health (Great Britain, Department of Health; 2013) and truly shocking reports across the UK (summers, 2007; Marled, 2012; BBC News, 2013;) and beyond (Burke, 2013), it must be seen as vital from schools, parents and politicians that the issue of SERE needs addressing. From these brief research findings it is clear that no universal solution has yet been tailored to fit all needs. How to cite Bad things, Papers

Childhood Education Play Based Learning

Question: Discuss about theChildhood Education for Play Based Learning. Answer: Introduction Playing is an essential part of students activities that they enjoy to their hearts content. Although many teachers and parents consider this activity to a negative aspect that results in wasting of crucial time but the reality is different. It helps in the childs social, physical, emotional as well as cognitive development. it also allows them to test ideas, explore interactions in a social context, work through varieties of uncertainties and also develops sense of the world around them (Maher Smith, 2017). Learning through play based methods does not set up a predetermined outcome or limit and cannot considered as an end product. It should be considered as exploration of ideas which are important for cognitive development. Inquiry-Based Learning: Inquiry based learning helps the teacher in triggering the inquiry among the children so that they can develop the knowledge by learning new materials. This type of learning helps in engaging the student in an interactive session where the teacher gives the scope to the student to inquire about any new topic that the student is curious about. This is an innovative method and helps in students learning new topics without the conventional continuous knowledge delivery teaching style of the student (Pedaste et al., 2015). Many teachers prefer this method as they believe that it is more important in triggering the excitement and curiosity among the students than mere information delivery making the student grasp it and remember their learning for longer. Discovery Learning: This type of learning is based on a theory that depends on constructivist and inquiry based learning. It usually helps the learner to participate in problem solving situations where he would draw his own experiences and also different knowledge that he had gathered. These help the learner in discovering new facts as well as relationships and also help the learner to learn new facts. This method helps the students to learn by manipulating and exploring new objects, wrestling with different inquiries and also by performing experiments (Costelo, 2017). Guided Leaning: Guided learning helps the teachers to make the students learn through collaborative approach usually by providing feedback to each other. Learners are expected to contribute as well as build others ideas taking the help of subject terminologies. It helps the learner to expand as well as explain ideas clearly. It refers to the classroom practices that basically promotes leaning of students through independent investigation of questions and also for problems for which there would be no single answer (Kuhlthau, Maniotes Caspari, 2015) This helps in the promotion of skill thinking as well as nurtures curiosity, risk taking and initiative. Differentiated Instruction: Not all students have the capability to learn at the same pace and therefore have different grasping power. Hence it becomes extremely important for the teachers to follow a framework or philosophy so that each and every student can develop the best teaching methods to such students (Dixon et al., 2014). Therefore the teacher needs to provide different avenues of learning to different students so that they can grasp the most part of it. It is done by acquiring content and processing them. This would be fulfilled by constructing and making sense of ideas. It also includes development of teaching materials as well as assessment measures in order to make sure that all the students in the classroom can learn effectively regardless of their capability to understand and grasp new topics. From early childhood, children develop skills that help them engage in science, technology as well as math. This is evident from their plays of building blocks, push pull magnets and others. According to Piaget, learning cannot be the result of assimilation of acquired knowledge but is actually a dynamic process containing successive stages of adaption to reality. During this the learner would construct knowledge actively. The various principles that it follows are discovery learning, sensitivity to readiness of children and also acceptance of individual differences. By this it is meant that learners should create knowledge within them and should not be forced into. It has been found that faster the teachers guide such children; the children will be more able to identify opportunities that will help them in developing skill in the domains mentioned. The teacher in this case should be extremely careful that the learning interventions that she applies are the correct ones so that it do es not become difficult for the children to grasp them. Rather than providing them just with theoretical classes, they should be engaged in interactive games where scientific facts would be revealed, numbers counting can be taught and similar others. Vygotsy has stated that every function of the child during his development in culture is mainly due to social level at first and ten by individual level. It should fisrt ponder upon the interpsychological and then intrapsychological. Therefore Vygotsy had advised teachers to look over voluntary attention, logical memory and then the formation of concepts. Researchers have suggested that the age of five is just apt for the teaching of math and science due to the rapid development of brain. This helps in critical thinking and reasoning in the early years (Charlesworth, 2015) Four important steps can be taken by the teachers. First would be the introduction of math through interactive session like cutting of fruits into halves, counting co lors of rainbows and others. Second is that the student should make sure that the children engage in purposeful play to support and participate in advanced learning. The teacher should support the development of counting beyond rote counting and also provide mathematically rich environments before schooling. References: Charlesworth, R. (2015).Math and science for young children. Cengage Learning Costello, M. (2017). The benefits of active learning: Applying Brunner's discovery theory to the classroom: Teaching clinical decision-making to senior nursing students.Teaching and Learning in Nursing. Dixon, F. A., Yssel, N., McConnell, J. M., Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy.Journal for the Education of the Gifted,37(2), 111-127. Kuhlthau, C. C., Maniotes, L. K., Caspari, A. K. (2015).Guided Inquiry: Learning in the 21st Century: Learning in the 21st Century. ABC-CLIO. Maher, M., Smith, S. (2017). The Power of Play-Based Learning: A Pedagogy of Hope for Potentially At-Risk Children. InMultidisciplinary Perspectives on Play from Birth and Beyond(pp. 181-203). Springer Singapore. Pedaste, M., Meots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle.Educational research review,14, 47-61.

Prison Gangs Essays - Prison Gangs In The United States,

Prison Gangs Prison Gangs The fight for survival within the United State's prison system has created a subculture the breeds racism, hate, and violence. About two and a half years ago, a young man named William King was sentenced to death by lethal injection for his participation in the murder of James Byrd Jr. James, a middle aged black man from Jasper County, Texas, was bound at the ankles and dragged behind a truck for three miles. His body was ripped to shreds as a gruesome display of the effects of prison subculture. What caused William King and his partners Shawn Berry and Lawrence Brewer to commit such a horrific crime? Was their behavior a result of innate nature or was it learned? Many agree that it was the time spent in prison that caused William King to brutally murder James Byrd Jr. Friends and family claim that William was a pleasant and quiet boy before he left for prison to serve a couple years for burglary. When he was released, his personality seemed irrational and violent and he was covered in racist tattoos. Friends say he frequently spoke about white supremacy and was anxious to develop his own splinter white supremacist gang. King's defense attorney explained that it was the high rate of violence in Texas's Beto 1 Unit that caused William to turn toward gang activity as a means of protection and security. Racist attitudes develop from poor treatment from other inmates and a need to strengthen a common bond among gang members. William, the defense attorney argued, was merely a victim of the depleting prison system in this country (). The reality of prison gangs cannot be ignored. Victor Hassine wrote a book entitles Life Without Parole, in which he describes the horrific reality of life behind bars. He writes, Once inside, I was walked through a quantlet of desperate men. Their hot smell in the muggy corridor was as foul as their appearance. None of them seemed to have a full set of front teeth. Many bore prominently displayed tattoos of skulls or demons. One could argue whether it was the look of these men that led them to prison or whether it was the prison that gave them their look. Just looking at them made me fear my life (Hassine, 7). While the actions of William King cannot be excused or rationalized, his story sheds insight on the problems that face our correctional facilities. Prison gangs are everywhere, and effect every inmate. When a new convict is admitted he is viewed as fresh meat among the prison gang members and victimized to no end. Prison gangs are a convicts means of survival in an environment so starved of morals that violence, rap, and murder are just a daily reality. While it is impossible to know the impact of prison gangs on our street, experts dispute over the control and communication between street and prison gangs. Some argue that there is little connection between street and prison gangs and that operations of prison gangs remain behind prison walls. Drug trafficking does exist within prisons; it is usually made possible through inmate's friends and/or girlfriends (Huff 248). Still others feel quite different, and see prison gang control reach far beyond an inmates cell. Some speculate that a large percentage of drug dealing in East Los Angeles is controlled from within prison walls by the Mexican Mafia. Joe ?Pegleg? Morgan was in prison for forty years, beginning with a conviction of murder at the age sixteen. He manage to gain so much power and control of drug trafficking, street crimes, violence and money laundering that he rose to serve as the Mexican Mafia's Godfather in the later half of his life (Barker, 311). Prison gangs tend to display a distinct hierarchical structure. A single inmate who best embodies the gang's value (Territo, 580) assumes the role of the leader. A leader time in control is normally short, partially due to the prison system's ability to relocate inmates. It is usually the strongest remaining gang member that assumes leadership or the gang's elite counsels a decision. A member's degree of influence flows down a criterion of ranks, with the recruits having no say in any